Students will understand and know the skills required to identify linear equations.
Student will know about the graphs of an linear equation and group discussion.
Students will be able to demonstrate skills to identify linear equations .
Maine Learning Results Alignment
Maine Learning Results: Mathematics - D. Algebra
Equations and Inequalities
Grade 8
2. Students understand and solve problems involving linear equations.
a. solve any linear equations including linear equations of the form ax+b=cx+d.
Rationale: This lesson gets the students actively involve with fellow classmates while giving them the tools and skills that they need to identify linear equations.
Assessment
Formative (Assessment for Learning)
*The KWL chart will get them to right down things that they learned from the lesson. Students will receive different ideas and thoughts on what equations and graphs are linear equations and which ones aren't. Students will be noted on participation within the group and scored appropriately.
Summative (Assessment of Learning)
*Students will hand in notes, worksheets and Power-Point by the next class and will be scored on those according to the rubric given at the beginning of the class. Power-Point should show strong understanding of the content covered inside the classroom time.
Integration
Technology - In the beginning of class I will show then a video clip of something dealing with linear equations. There Power-Point will have links and cartoons that they were to research and find.
Groupings
Students will get into groups of three or four people. The groups will be formed by arrangement of the classroom. This class is doing a Jigsaw so after a certain amount of time would have to get up and get with people that they weren't just in a group with and this portion will be arranged by the teacher.
Differentiated Instruction
Strategies
Interpersonal – Students are interacting with other students. They talk to each other and get other views on the problems.
Intrapersonal – Before students get into groups they will work on the equations for a few minutes.
Linguistic/Verbal – Students are talking to each other and hearing different perspectives.
Spatial – Students will watch a video of linear equations and are getting problems that are simply graphs. They are also creating a power-point that has pictures.
Logical – Students are using intuition and thinking skills to figure out which equations are linear and which aren't.
Bodily-Kinesthetic – Students will be moving around the room quite often.
Modifications/Accommodations I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Students will be informed that one of the classes will be outdoors, so if anyone needs a special accommodation they should inform me no less than two days prior to the class day.
Absent Students:
If any student is unable to make a class they are responsible for the missed work and can get it from a fellow student, myself via email or any other means, or the homework hotline. Absent students' work will be accepted late for full credit if sufficient evidence is presented ( a note from parent/guardian, doctor or physician, coach or a faculty member) describing circumstances preventing you from attending class, completing your work and gathering assignments and work. An extension shall be given and the length of it will be dependent on the assignment missed. However with no note work will be accepted late with a penalty of 10% off of the grade for every class late (if your work is 2 classes late that means 20% of your grade will be negated).
Extensions
Materials, Resources and Technology
Day 1:
Lap tops
pencils/pens
Pre-test
Blogger handout/instructions
syllabus
Day 2:
Handouts
scrap paper
Projector
Projector screen
Lap tops
pencils/pens
Day 2:
Source for video clip:
some website goes here
Source for the handouts:
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: This lesson brings out learning styles from a variety of students. The hook will get them to relate it to their own lives or experiences to the content that will be covered in the lesson. By using blogger and other computer based technologies their interest towards the lesson will also increase.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: Having them take the pre-test will give me an idea of where each student is at so I could then adjust my lessons to provide a successful learning environment. Students' 504s or ELLIDEPs will be reviewed and proper adjustments will be made to ensure there learning is addressed.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Students will view the video and will also have pictures of different types of equations utilizing their spatial intelligence. Groups are going to be used to get others to interact with their peers and see the results that they came up with.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: Pre-testing are used to give the teacher an idea of what they know. KWL charts get the students to write down things they know and things they want to get out of the lesson. Handouts and notes are used to see the progression that the students had when learning about the material discussed within the lesson.
Teaching and Learning Sequence:
Day 1:
As students enter the class I will give them a syllabus and I will give them an assigned seat. Seats will be arranged in small groups that will be set up in a way that makes it easy for the students to see and hear the me as I talk about the syllabus, blogger and pre-test.
Agenda:
syllabus
blogger
pre-test
At the beginning of the class I will have the students take a look at the syllabus and i will go over it with them. Afterwards I will have them take out their laptops and go to the blogger website. I will supply a handout that has instructions on how to set up a new account and set up a new blog. After they have completed their account set up and had them play with it for a while I will give them a pre-test on linear equations.
Day 2:
Students will take the same seats they had the day before arranged in the same way. Students will view the linear equation video to hook the students on the material that is going to be presented.
Agenda:
video
lesson / handouts
discuss in groups
revise handout
I will had out a KWL chart to each student and have them fill it out. Students will then view a video that will act as a hook to the students getting them interested about linear equations. Students will then get a chance to show their own ability to identify linear equations by completing the handout that I have provided them. They will do as much as they can by themselves in the given amount of time (20 minutes). What, Where, Why, Hook, Equip, Explore, Experience: Intrapersonal, Spatial, Logical
Students will now get into groups that I have already been predetermined and gather feed back and better understanding of what is a linear equations that their peers have. They will then try to complete the handout in the groups and will discuss any differences on equations and present their reason why it is or isn't a linear equation. This section of the lesson will take 20 minutes.
Students will now jigsaw to different groups and continue with group discussion (10 minutes).
After students will return to their original groups and report any changes that had happened and why (10 minutes) Explore, Experience, Equip, Tailor, Rethink, Revise, Rethink: Bodily-Kinesthetic, Linguistical/Verbal, Interpersonal
Next I will give them a rubric that informs them of when their power-point is due and what is required on it. After I will show then the things to look for in a linear equation. Along with the power-point that would be due I will also collect the handout that I gave them to do in class (20 minutes). Equip, Evaluate, Organize: Linguistical/Verbal
UMF LESSON PLAN FORMAT
Teacher’s Name: Nicholas Doyle Lesson #1 :
Grade Level: 8 Topic: Linear Equations
Objectives:
Maine Learning Results Alignment
Equations and Inequalities
Grade 8
2. Students understand and solve problems involving linear equations.
a. solve any linear equations including linear equations of the form ax+b=cx+d.
Rationale: This lesson gets the students actively involve with fellow classmates while giving them the tools and skills that they need to identify linear equations.
Assessment
*The KWL chart will get them to right down things that they learned from the lesson. Students will receive different ideas and thoughts on what equations and graphs are linear equations and which ones aren't. Students will be noted on participation within the group and scored appropriately.
*Students will hand in notes, worksheets and Power-Point by the next class and will be scored on those according to the rubric given at the beginning of the class. Power-Point should show strong understanding of the content covered inside the classroom time.
Integration
Groupings
Differentiated Instruction
Interpersonal – Students are interacting with other students. They talk to each other and get other views on the problems.
Intrapersonal – Before students get into groups they will work on the equations for a few minutes.
Linguistic/Verbal – Students are talking to each other and hearing different perspectives.
Spatial – Students will watch a video of linear equations and are getting problems that are simply graphs. They are also creating a power-point that has pictures.
Logical – Students are using intuition and thinking skills to figure out which equations are linear and which aren't.
Bodily-Kinesthetic – Students will be moving around the room quite often.
I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Students will be informed that one of the classes will be outdoors, so if anyone needs a special accommodation they should inform me no less than two days prior to the class day.
Absent Students:
If any student is unable to make a class they are responsible for the missed work and can get it from a fellow student, myself via email or any other means, or the homework hotline. Absent students' work will be accepted late for full credit if sufficient evidence is presented ( a note from parent/guardian, doctor or physician, coach or a faculty member) describing circumstances preventing you from attending class, completing your work and gathering assignments and work. An extension shall be given and the length of it will be dependent on the assignment missed. However with no note work will be accepted late with a penalty of 10% off of the grade for every class late (if your work is 2 classes late that means 20% of your grade will be negated).
Materials, Resources and Technology
Lap tops
pencils/pens
Pre-test
Blogger handout/instructions
syllabus
Day 2:
Handouts
scrap paper
Projector
Projector screen
Lap tops
pencils/pens
Source for Lesson Plan and Research
Source for Blogger accounts:
http://www.blogger.com/
Day 2:
Source for video clip:
some website goes here
Source for the handouts:
Maine Standards for Initial Teacher Certification and Rationale
Rationale: This lesson brings out learning styles from a variety of students. The hook will get them to relate it to their own lives or experiences to the content that will be covered in the lesson. By using blogger and other computer based technologies their interest towards the lesson will also increase.
Rationale: Having them take the pre-test will give me an idea of where each student is at so I could then adjust my lessons to provide a successful learning environment. Students' 504s or ELLIDEPs will be reviewed and proper adjustments will be made to ensure there learning is addressed.
Rationale: Students will view the video and will also have pictures of different types of equations utilizing their spatial intelligence. Groups are going to be used to get others to interact with their peers and see the results that they came up with.
Rationale: Pre-testing are used to give the teacher an idea of what they know. KWL charts get the students to write down things they know and things they want to get out of the lesson. Handouts and notes are used to see the progression that the students had when learning about the material discussed within the lesson.
Teaching and Learning Sequence:
As students enter the class I will give them a syllabus and I will give them an assigned seat. Seats will be arranged in small groups that will be set up in a way that makes it easy for the students to see and hear the me as I talk about the syllabus, blogger and pre-test.
Agenda:
syllabus
blogger
pre-test
At the beginning of the class I will have the students take a look at the syllabus and i will go over it with them. Afterwards I will have them take out their laptops and go to the blogger website. I will supply a handout that has instructions on how to set up a new account and set up a new blog. After they have completed their account set up and had them play with it for a while I will give them a pre-test on linear equations.
Day 2:
Students will take the same seats they had the day before arranged in the same way. Students will view the linear equation video to hook the students on the material that is going to be presented.
Agenda:
video
lesson / handouts
discuss in groups
revise handout
I will had out a KWL chart to each student and have them fill it out. Students will then view a video that will act as a hook to the students getting them interested about linear equations. Students will then get a chance to show their own ability to identify linear equations by completing the handout that I have provided them. They will do as much as they can by themselves in the given amount of time (20 minutes).
What, Where, Why, Hook, Equip, Explore, Experience: Intrapersonal, Spatial, Logical
Students will now get into groups that I have already been predetermined and gather feed back and better understanding of what is a linear equations that their peers have. They will then try to complete the handout in the groups and will discuss any differences on equations and present their reason why it is or isn't a linear equation. This section of the lesson will take 20 minutes.
Students will now jigsaw to different groups and continue with group discussion (10 minutes).
After students will return to their original groups and report any changes that had happened and why (10 minutes)
Explore, Experience, Equip, Tailor, Rethink, Revise, Rethink: Bodily-Kinesthetic, Linguistical/Verbal, Interpersonal
Next I will give them a rubric that informs them of when their power-point is due and what is required on it. After I will show then the things to look for in a linear equation. Along with the power-point that would be due I will also collect the handout that I gave them to do in class (20 minutes).
Equip, Evaluate, Organize: Linguistical/Verbal